1. The process for developing a shared vision statement is explored in Chapter 5 of the textbook, and highlighted in figure 5.1 (p. 88). But as cited in our book: “Having a vision but not communicating it isn’t much of an improvement over not having a vision at all” (Cartwright & Baldwin, 2007, p. 24, as cited in Scott, 2014). So this question is about how we communicate a vision once it is developed. Cartwright and Baldwin (2007), as cited in our textbook, elaborate on six key recommendations to communicate a vision. These can be found on p. 87 of our textbook.
Below, you will find an attachment/link to three different vision statements from various sports organizations that are already being used. After choosing ONE of those three vision statements, your task is to explain examples of how you would go about communicating that particular vision using 4 of the 6 recommendations on p. 87.
The 4 examples you choose should be explained clearly and in detail. For example, if you chose to expand on “being a ‘visible ambassador’ to the organization’s vision”, go beyond an obvious, short response like “being at events”. For instance, you’d describe and outline how “being a ‘visible ambassador’” applies specifically to the vision statement you’ve chosen to work with in that particular organization.
SportsVisionStatements_Exam2.pdf
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Question 25 pts
In Chapter 6, our textbook looks at complexity and problem solving within sports organizations. One recent case that stands out as a “case study” in this area is the disturbing events and allegations surrounding the Baylor Athletic Program and how they have impacted Baylor as an institution. What stands out here, aside from the obvious concern about the people who have been victimized, is the growing complexity and problem solving necessary in the Baylor Athletic organization (and one can argue overall university organization).
I believe one way to frame this to demonstrate your learning in this class through this example is by employing the Bolman and Deal (2008) multiframe perspective (see pp. 109-112) to what is happening at Baylor. I would like for you to use the 4 frames of reference described in the book to examine the Baylor case. More specifically, please describe clearly and with sufficient detail how the Baylor leadership (Coaches/Athletic Organization/Administration) has emphasized or used each of these frames in their problem solving (or lack thereof)?
I am sure some of you have already followed this story, as it’s been a major news story for quite some time. But here are few links that can be read or used to find more information about what has (and has allegedly) happened at Baylor. These resources should provide ample opportunities to find instances where the 4 frames of reference have been applied by leaders:
- From local (Waco, TX) newspaper, provides a near-full timeline of events with links: http://www.wacotrib.com/news/higher_education/timeline-baylor-sexual-assault-controversy/article_abf21ab8-2267-51bf-84d8-6268f4222af0.html (Links to an external site.)Links to an external site.
- Describes recent events about the possibility of the head coach returning to Baylor, which was not discussed in the first link and is a recent development: http://www.wsj.com/articles/baylor-alumni-urge-school-to-rethink-firing-of-art-briles-1465932127 (Links to an external site.)Links to an external site.
- An opinion-based piece that provides some additional thoughts http://sports.yahoo.com/news/kenneth-starr-s-gaffe-filled-resignation-interview-shows-depth-of-baylor-s-issues-034047477-ncaaf.html (Links to an external site.)Links to an external site.
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Question 35 pts
From what we’ve learned about leadership earlier in the course, we know that leadership can come from those with legitimate/titled positions (e.g., coaches, top administrators) and can emerge informally from anyone in the organization. Considering this, in Chapter 7 a number of crisis leadership competencies are discussed. Many of these competencies are neatly summarized in Table 7.1 (p. 132) that includes descriptions of 11 competencies as well as examples of each.
In this problem, what I would like for you to do is to provide your own sports-specific example from either a personal or secondhand experience to 5 of these 11 competencies of your choice. In doing so, please be sufficiently detailed so that: (1) it is clear that the example matches the competency, and (2) so that it is clear the example you are using is from a “true crisis”. What I mean here is that your examples all clearly meet the criteria/characteristics of what a crisis is, as discussed earlier in Chapter 7.
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Question 45 pts
If your career after college involves any type of leadership in a sports organization, you will most likely be responsible for, or be asked to, communicate important knowledge, plans, etc. to others in that organization. With that in mind, this final question is meant to put you in the shoes of a “trainer” in a sports organization.
- First, based on material covered in this course, choose a topic for your training session. Possible topics would include
- some type of diversity training (race/culture, gender/Title IX, disability, sexual orientation – Chapter 8),
- change/turnaround/crisis management training (Chapter 7),
- expressing dissent (class reading/online research),
- or learning to lead (Chapter 11).
- Next, after choosing a topic for your training, provide a list of the five most important competencies or skills you want your trainees to obtain after going through your training program.
- Lastly, provide an example of an activity or a lesson that would help your trainees gain each of those competencies. These don’t have to be in great detail, but enough detail to be clear.
As a reference, here is an example of a partial response I would put together for training in emotional intelligence for athletes so you get the point. Again, to be clear, I am seeking 5 skills and activities/lessons in this question. This is just an example.
Skill
Lesson
- Perceiving emotions in others
Pairs of trainees would sit together pretending to be teammates. The first person would read a complaint about a coach on the team. The other person would then have to describe back to their teammate what they perceive they are feeling to “test” how well they gauged their emotions (“so what you are saying is”)
- Emotional management
Trainees would write down a story or situation they experienced in the past where they had an “amygdala hijack” during a sports event and how it impacted their performance. They would then be asked to write a description about what skills they could use in a similar situation to avoid the amygdala hijack (controlled breathing, reframing).
- Practicing empathy in everyday life
Trainees would describe a person they’ve met or known that is really good about being empathetic. They would then write down 3 ideas they had to practice more empathy with teammates/coaches. They would then describe that person and share these ideas with the full group to promote sharing ideas.
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